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Toward an Ecological Conversion: Ecospiritual Literacy for Developing Roman Catholic Ecological Education

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Toward an Ecological Conversion: Ecospiritual Literacy for Developing Roman Catholic Ecological Education by Youngmin Song A Thesis submitted to the Faculty of Theology of the University of St. Michael’s College and the Graduate Centre for Theological Studies of the Toronto School of Theology. In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Theology awarded by the University of St. Michael’s College. © Copyright by Youngmin Song 2018 Toward an Ecological Conversion: Ecospiritual Literacy for Developing Roman Catholic Ecological Education Youngmin Song Doctor of Philosophy in Theology University of St. Michael’s College 2018 Abstract The root of the current ecological crisis is a spiritual one and demands a genuine ecological conversion. In response to this call, the dissertation attempts to develop a model of Roman Catholic ecological education which seeks an integral development of thoughts, feelings, and actions. For this purpose, the study proposes ecospiritual literacy as a conceptual foundation of Roman Catholic ecological education and develops its basic principles which collectively inspire ecological conversion. Based on an evolutionary cosmology which is concerned with both the physical and spiritual dimensions of the larger reality, the concept of ecospiritual literacy encourages learners to understand how they are deeply embedded within the larger world, to sense the divine sacredness which all of creation reveals, and to participate in their role for enhancing the sacred community of creation. With its emphasis on seeing the whole aspect of the larger reality, ecospiritual literacy enables Roman Catholic ecological education to highlight Earth as an active subject (i.e., as our primary teacher) that reveals ecological and spiritual messages. Metaphors of ecospiritual literacy, the Book of Creation and the Grammar of Creation, allow Roman Catholic ecological education to appreciate the depth of ecological and spiritual meanings revealed by and in the unfolding Earth community. ii Ecospiritual literacy helps Roman Catholic ecological education to change its educational paradigm from informative teaching to transformative learning. Drawing from the anthropological, spiritual, and ethical dimensions of ecospiritual literacy, transformative learning focuses on three approaches: how to renew ecological identity in relation to the rest of creation; how to deepen spiritual sensitivity to the divine presence in creation; and how to engage in ethical commitments for the well-being of the Earth community. By reflecting on each approach through the lens of the Grammar of Creation (i.e., differentiation, subjectivity, and communion), this dissertation establishes a set of transformative learning principles for Roman Catholic ecological education. Suggesting these principles as guideposts toward ecological conversion, Roman Catholic ecological education helps us to be integrated into the creative processes of the larger reality so that we can turn ourselves from a human-centered world to the sacred Earth community. iii Acknowledgements Behind these pages, there are many people who have supported my studies and inspired my journey. From the depth of my heart, I would like to thank all those people whose contributions made this work possible. First and foremost, I express my deep gratitude to the Archdiocese of Daegu. In particular, I wish to thank my ecclesiastical superiors, Archbishop Cho Hwankil and Bishop Chang Shinho, for giving me the opportunity to pursue my theological studies. Without their kind and patient support throughout my prolonged years of research, this work would have been impossible. I also want to acknowledge my fellow diocesan priests who have helped me to move forward in many different ways. I offer my heartfelt thanks to Prof. Dennis Patrick O’Hara. As my academic supervisor, he guided me with warm encouragement through my research. I sincerely thank him for broadening the horizons of ecotheology for me. I owe a debt of appreciation to the members of my thesis committee, Profs. John Dadosky and Charles Fensham. Both have participated in my work from the comprehensive examination stage and have helped me to deepen some theological perspectives of my study. I am also grateful to Profs. Mary Hess and Stephen Scharper as thesis examiners who have provided insightful comments about my thesis and have suggested creative ideas for future research. My special thanks go to Prof. Jim Conlon, the former director of the Sophia Center at Holy Names University. He inspired me to undertake the journey of the Great Work and encouraged me to keep studying at the doctoral level. I am also indebted to Prof. Edmund O’Sullivan whose educational vision for transformative learning has contributed to the development of this thesis. Further thanks are due to Profs. Mary Rowell CSJ and Linda Gregg iv CSJ. Their summer course motivated the theme for this dissertation, and their retreat programs led me to reflect on some important things which I had forgotten. In addition to my teachers, I acknowledge with gratitude the love of my friends. I wish to express profound thanks to Dan O’Neill for his careful reading of my papers and thesis drafts. He not only helped me with my English but also took care of me with genuine kindness. I would like to thank to Fr. Park Jaechan OSB and Fr. Idara Otu MSP, whose generous sharing and thoughtful spiritual encouragement have enabled me to keep my inner peace. I also have to mention two friends with whom I had daily meals at the school residence. Prof. Daniele Bertolini shared his great intellectual insight along with his Italian coffee and demonstrated to me good examples of a true scholar. Dr. Anthony Palma provided kind editing for this dissertation and helped me to open up to different perspective. To my eco-comrades, Rev. Lee Somyeong and Hong Jinyoung, I owe a special word of thanks. Their fresh ideas inspired me to think in new ways, and their warm words helped me to overcome homesickness. I am also thankful to Richard Armstrong, Dr. Catherine Wright, Cho Heejung, Rev. Kim Yunjung, Dr. Jeon Kyungmee, Park Soyeon, and Keshu Pan for their caring friendship throughout the past years. Thanks must also be expressed to Sr. Donna Maynard SNJM, Sr. Sophia Park SNJM, Fr. John Baumann SJ, and Fr. Thomas Weston SJ, who shared deep wisdom and prayed for me during my studies. Back in Korea, I offer Fr. Chung Honggyu my sincerest gratitude for first awakening in me an ecological consciousness and for acting as a beacon to enlighten me along the way. I also want to recognize Fr. Lee Jaidon, Fr. Baek Jongyun, and Rev. Choi Kwangsun for their passionate examples of ecological mission that have given me great encouragement. Lastly, I offer sincere thanks to my siblings and their families, to whom I owe so much. It is essential that I thank my beloved parents, Song Jaegyu and Bae Jeomja, whose deep love and v ongoing prayers have sustained me throughout my entire journey in life and especially in North America. It is to you that I dedicate this dissertation. vi Table of Contents Abstract …………………………………………………..………………………………….… ii Acknowledgements …………………………………………..………………………….…….. iv INTRODUCTION......................................................................................................................... 1 1. Background of the Study ......................................................................................................... 1 2. Purpose and Scope of the Study .............................................................................................. 7 3. Methodology ........................................................................................................................... 8 4. Description of Terms ............................................................................................................. 12 5. Thesis Statement ................................................................................................................... 16 6. Procedure ............................................................................................................................... 16 CHAPTER 1: A Critical Exploration of the Current Concepts of Ecological Education and the Necessity for a New Approach ..................................................................... 19 A. Examining Christian Environmental Stewardship ............................................................... 20 A1. The Notion of Stewardship in Christianity ..................................................................... 20 a. Definition and History.................................................................................................... 20 b. Stewardship Theologian: Douglas John Hall ................................................................. 24 c. Stewardship and Christian Environmental Education.................................................... 27 A2. Strengths and Weaknesses of the Stewardship Approach .............................................. 30 a. Strengths ......................................................................................................................... 30 b. Weaknesses .................................................................................................................... 31 B. Searching for Alternative Concepts ...................................................................................... 36 B1. Ecological Literacy ........................................................................................................
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